Please refer to "a1-requirements.docx" file to understand the requirements. All the requirements, resources are available in the Drive folder...

1
2
Catering for Diversity in Inclusive Early Childhood Settings
Assessment 1: Written responses
Submission Date:
Student ID:
Module 1 Topic: Challenges and ba
iers to inclusion
1. Potential issues/challenges in the scenario
The main challenges in this scenario remain staff attitudes, accessibility and cu
iculum adaptation. Samuel’s movability must be assisted and aided to ensure he fully accesses outdoor play, in-class learning activities and social interactions. The traditional physical environment of the kindergarten may need some reformations, such as adjusted seating a
angements, and ramps for wheelchair accessibility, to support Samuel's and in the future, others’ (especially abled like him) access. Along with this, the negative perspective of the staff, as mi
ored by Li’s comments, showcases a lack of judgment regarding inclusive educational ethics. If not addressed, such prejudice can affect Samuel’s well-being and participation in his early childhood learning. Introducing inclusive practices and raising awareness regarding inclusive education through staff training may be imperative to conquer the challenges.
2. Possible influences on the views/attitudes in the scenario
A reflection of traditional, social partisanship can be seen by assessing Li’s perspective toward disability or the special needs of differently abled people. This is particularly influenced by the outdated views that establish special education as the only medium of learning for children with disabilities. According to Cologon & Mevawalla (2023), exclusionary perceptions and attitudes have been sourced constantly since the historical segregation of children with special needs across specialized settings. This created misconceptions that indicate differently abled child learners cannot flourish in mainstream educational settings. Moreover, the absence of professional development related to inclusive education across early childhood settings also contributes to the bias and resistance among staff. These attitudes are simply the consequences of cultural beliefs, institutional norms and personal experiences that constantly fail to spotlight inclusive education.
3. Benefits of including Samuel in the kindergarten program
Research highlights that inclusionary practices in early-age education can foster empathy, social development and collaboration among the learners from a very young age (Cologon & Mevawalla, 2023). So, both Samuel and his peers would benefit from this. Samuel can develop communication skills, build friendships and participate in tailored learning environments. Simultaneously, his peers will understand inclusive social skills and gain respect for diversity. Finally, the kindergarten will promote a culture of respect and belonging while ticking all ethical and legal obligations.
4. My role in supporting inclusive education
Being an education leader, I must advocate for inclusive practices in the kindergarten, so that Samuel’s inclusion is established as an enriching and meaningful experience for everyone. I can:
· Work with the director to modify and assess the physical learning environment for Samuel’s movability needs.
· Propose to start a professional development cum training program for every staff (including me) to address misconceptions and develop new perspectives (clearer) on inclusive education.
· Li recalled including Samuel’s parents during his conversion in the staff room. Instead of totally handing Samuel over and fleeing from responsibility, we can engage his parents in deep discussions about their strategies and expectations that have worked out previously for him.
· Implement UDL (Universal Design for Learning) principles to ensure full accessibility of Samuel.
Module 2 Topic: Legislation and policy
Tom’s scenario
1. Two sources of relevant legislation, policy or frameworks advocating for Tom’s enrolment
1. The Disability Discrimination Act 1992: The DDA 1992 Act is a vital Australian legislation that ensures people with disabilities, including individuals having behavioural disorganisation like Oppositional Defiance Disorder, are entitled to have equal access to education. As per the DDA, kindergarten and other early childhood learning settings cannot retract or disapprove any enrollment based on behavioural challenges and disability (Australian Government, 2024). Instead,...